Inside Reading THE ACADEMIC WORD LIST IN CONTEXT Instru Pack By Lawrence J. Zwier Fy Series Director: Cheryl Boyd Zimmerman @A With test Goncratorco-ROoM aaoixo.Inside Reading 2 ae THE ACADEMIC WORD LIST IN CONTEXT . sy, Instructor's Pack By Lawrence J. Zwier Series Director: Cheryl Boyd Zimmerman OXFORD UNIVERSITY PRESSOXFORD 198 Madison Avene New York NY 10016 USA Great Clarendon Street, Oxford OX2 6DP UK (Oxford University Press it a department ofthe Universit of Oxfort. efurthers the Universig’s objective of excellence in research, scholarship, And education by publishing worldwide in ‘Oxford. New York ‘Auckland CapeTown DaresSslaam Hong Kong Karachi Kuala iumpur Madrid Melbourne Mexico City. 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Unit2 ... Unie3 . Unie 4. Unit 5. Unit 6. Unit 7 Unit 8. Unit 9. Unit 10 Academic Word List. see : Installation Instructions for Diploma Test Generator CD-ROM .. we yakune Contents iiiTo the Teacher ‘There is a natural relationship between academic reading and word learning. Inside Reading is a four-level reading and vocabulary series designed to use this relationship to best advantage. Through principled instruction and practice with reading, strategies and skills, students will increase their ability to comprehend reading material. Likewise, through a principled approach to the complex nature of vocabulary knowledge, learners will better understand how to make sense of the complex nature of academic word learning. Inside Reading 2 is intended for students at the intermediate level. Academic Reading and Vocabulary: A Reciprocal Relationship In the beginning stages of language learning, when the learner is making simple connections between familiar oral words and written forms, vocabulary knowledge plays a crucial role. In later stages, such as those addressed by Inside Reading, word learning and reading are increasingly interdependent: rich word knowledge facilitates reading, and effective reading skills facilitate vocabulary comprehension and learning,’ ‘The word knowledge that is needed by the reader in this reciprocal process is more than knowledge of definitions. Truly knowing a word well enough to use it in reading (as well as in production) means knowing something about its grammar, word forms, collocations, register, associations, and a great deal about its meaning, including its connotations and multiple meanings.' Any of this information may be called upon to help the reader make the inferences needed to understand the word’s meaning in a particular text. For example, a passage’s meaning can be controlled completely by a connotation She was frugal. (positive connotation) She was stingy. (negative connotation} by grammatical form He valued his memory: He valued his memories. or an alternate meaning, The labor was intense. (physical work vs. childbieth) Inside Reading recognizes the complexity of knowing a word. Students are given frequent and varied practice with all aspects of word knowledge. Vocabulary activities are closely related in topic to the reading selections, providing multiple exposures toa word in actual use and opportunities to work with its meanings, grammatical features, word forms, collocations, register, and associations. To join principled vocabulary instruction with academic reading instruction is both natural and. effective, Inside Reading is designed to address the reciprocal relationship between reading and vocabulary and to use it to help students develop academic proficiency. ‘A Closer Look at Academic Reading Students preparing for academic work benefit from instruction that includes attention to the language as well as attention to the process of reading. The Interactive Reading model indicates that reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). ‘The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind, knowledge that is refined and extended during the act of reading The bottom-up aspect of this model suggests that the learner needs to pay attention to language proficiency, including vocabulary. An academic reading course must address the teaching of higher- level reading strategies without neglecting the need for language support.’ Koda, 2005 Nation, 1990 Carell, Devine, and Eskey, 1988 Birch, 2002; Eskey, 1988 iv To the Teacher See the meta-analysis of L1 vocabulary studies by Stab & Fairbanks, 1986,Inside Reading addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon life experience in their mastery of a wide variety of strategies and skills, including * previewing anning, ‘using context clues to clarify meaning ‘finding the main idea + summarizing ‘+ making inferences. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List {AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. A Closer Look at Academic Vocabulary Academic vocabulary consists of those words which are used broadly in all academic domains, but are not necessarily frequent in other domains. They are words in the academic register that are needed by students who intend to pursue higher education, ‘They are not the technical words used in one academic field or another (e.g. genetics, fiduciary, proton), but are found in all academic areas, often in a supportive role (substitute, function, inhibit) ‘The most principled and widely accepted list of academic words to date is The Academic Word List (AWL), compiled by Averil Coxhead in 2000. Its selection was based on a corpus of 3.5 million words of running text from academic materials across four academic disciplines: the humanities, business, law, and the physical and life sciences. The criteria for selection of the 570 word families on the AWL was thar the words appear frequently and uniformly across a wide range of academic texts, and that they not appear among the first 2000 most common words of English, as identified by the General Service List.* Across the four levels of Inside Reading, students are introduced to the 570 word families of the AWL ata gradual pace of about 15 words per unit. Their usage is authentic, the readings in which they appear are high interest, and the words are practiced and recycled in a variety of activities, facilitating both reading comprehension and word learning. There has been a great deal of research into the optimal classroom conditions for facilitating word learning. This research points to several key factors. Noticing: Before new words can be learned, they must be noticed. Schmidr, in his well-known noticing bypothesis, states noticing is the necessary and sufficient condition for converting input into intake. Incidental learning, on the other hand, is clearly both possible and effective when the demands of a task focus attention on what is to be learned.” Inside Reading facilitates noticing in two ways. Target words are printed in boldface type at their first occurrence to draw the students’ attention to their context, usage, and word form. Students are then offered repeated opportunities to focus on them in activities and discussions. Inside Reading also devotes activities and tasks to particular target words. This is often accompanied by a presentation box giving information about the word, its family members, and its usage. Teachers can further facilitate noticing by pre- teaching selected words through “rich instruction,” ‘meaning instruction that focuses on what it means to know a word, looks at the word in more than one setting, and involves learners in actively processing the word.* Inside Reading facilitates rich instruction by providing engaging activities that use and spotlight target words in both written and oral practice. Repetition: Word learning is incremental. A learner is able to pick up new knowledge about a word with each encounter. Repetition also assists learner memory—multiple exposures at varying intervals dramatically enhance retention. Repetition alone doesn’t account for learning; the types and intervals of repetitions are also important. © West, 1953; Coxhead 2000 7 Schmidt, 1990, p. 129 © Nation, 2001, p. 157 To the Teacher vResearch shows that words are best retained when the practice with a new word is brief but the word is repeated several times at increasing intervals.” Inside Reading provides multiple exposures to words at varying intervals and recycles vocabulary throughout the book to assist this process. Learner involvement: Word-learning activities are not guaranteed to be effective simply by virtue ‘of being interactive or communicative. Activities ‘or tasks are most effective when learners are most involved in them. Optimal involvement is characterized by a learner's own perceived need for the unknown word, the desire to search for the information needed for the task, and the effort ‘expended to compare the word to other words. It has been found that the greater the level of learner involvement, the better the retention." The activities in Inside Reading provide opportunities to be involved in the use of target words at two levels: ‘* “Word level,” where words are practiced in isolation for the purpose of focusing on such aspects as meaning, derivation, grammatical features, and associations. ‘+ “Sentence level,” where learners respond to the readings by writing and paraphrasing sentences. Because the activities are grounded in the two high-interest readings of each unit, they provide the teacher with frequent opportunities to optimize learner involvement. Instruction and practice with varying types of word knowledge: To know a word means to know a great deal about the word." The activities in this book include practice with all aspects of word knowledge: form (both oral and written), meaning, multiple meanings, collocations, grammatical features, derivatives, register, and associations. Helping students become independent word learners: No single course or book can address all of the words a learner will need. Students should leave a class with new skills and strategies for word learning so that they can notice and effectively practice new words as they encounter them. Inside Reading includes several features to help guide students to becoming independent word learners. One isa self- assessment activity, which begins and ends each unit. Students evaluate their level of knowledge of cach word, ranging from not knowing a word at all, to word recognition, and then to two levels of word use. This exercise demonstrates the incremental nature of word knowledge, and guides learners toward identifying what they know and what they need to know, Students can make better progress if they accurately identify the aspects of word knowledge they need for themselves. Another feature is the use of references and online resources: To further prepare students to be independent word learners, instruction and practice in dictionary use and online resources are provided throughout the book. The Inside Reading Program Inside Reading offers students and teachers helpful ancillarie Student CD-ROM: The CD-ROM in the back of every student book contains additional practice activities for students to work with on their own ‘The activities are self-correcting and allow students to redo an activity as many times as they wish. Instructor's pack: The Instructor's Pack contains the answer key for the book along with a test generator CD-ROM. The test generator contains done test per student book unit. Each test consists of a reading passage related to the topic of the unit, which features the target vocabulary. This is followed by reading comprehension and vocabulary questions. Teachers can use each units test in fall or customize i in a variety of ways Inside Reading optimizes the reciprocal relationship between reading and vocabulary by drawing upon considerable research and many years of teaching experience. It provides the resources to help students read well and to use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency. > Research findings ae inconclusive about the number of epetitons that are needed fr eetention. wimates range frm 6020 See Nation, 2001, fora discussion of repetition and learning. © Laufer & Hulsin, 2001 1 Nation, 1990; 2001 vi To the TeacherReferences Carrel, PL., Devine, J., & Eskey, D.E. (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press. (Or use “Holding in the bottom” by Eskey) Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238, Eskey, D.E, (1988). Holding in the bottom. In PL. Carrel, J. Devine, & DE. Eskey, Interactive approaches to second language reading, pp. 93-100. Cambridge: Cambridge University Press. Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press. Laufer, B. (2005), Instructed second language vocabulary learning: The fault in the ‘default hypothesis’. In A. Housen & M. Pierrard (Bds.), Investigations in Instructed Second Language Acquisition, pp. 286-303. New York: Mouton de Gruyter. Laufer, B. (1992). Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability? Journal of Research in Reading, 15(2), 95-103. Nation, 1S.P. (1990). Teaching and learning vocabulary. New York: Newbury House. Nation, LS.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. Schmitt, N. 8 Zimmerman, C.B. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145-171. Stahl, S.A. 8 Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110. References viiWelcome to Inside Reading Inside Reading is a four-level series that develops students’ abilities to interact with and access academic reading and vocabulary, preparing them for success in the academic classroom. ‘There are ten units in Inside Reading. Each unit features two readings on a high-interest topic from an academic content area, one or more reading skills and strategies, and work with a set of target word families from the Academic Word List. UNIT OPENER [> The opening page of each unit introduces the content area and topic. Ss a J» The unit's goals and target academic vocabulary are presented so that students Det meh nc fe et i, Se aatstia bon 2 beni tO Bint ws ek ther owledge ofthe topic Cie, Wreeeie sie: jean meee and focus onthe reading ae ee ee Sialatbd dad uid ion oan cond a = families they will deal with in ‘the unit. Ll Reed vty} ‘SELF-ASSESSMENT OF TARGET WORDS ‘Wak carey abort ow wel eho each gt aria i al The wit tin te Each unit starts with a Thave ido [luse he wid_Iwse the werd self-assessment activity to agers radiate tio ct | tc heighten student awareness Ines |asemase "ls amsnng|seinga —|entrtig af their own word knowledge. ses joe Students will come back to ] this activity at the end of ‘the unit to reassess their knowledge and evaluate their progress. ‘MORE WORDS YOU'LL NEED cognitive: ltd to thought and earning intolerant unwling or unable o accep certain bebvioroccumetances it the seo foods person sly eae ‘NOTE Inside Readings designed so that units can be taught in ade or randomly, depending on students’ needs ean F000 71 viii Unit Tour‘BEFORE YOU READ eat hse uso, Dsus yur ans smal ou. youlike the way hey ee? ean Fat for Brains ‘Asthe ol sying ges, youre wha ou. ‘Theloodsyovet obi alec ou boys esirance. They maya invent ourbrainandes taks thane then ‘Ei. yon think nore Get andy se mre ‘Seelonaly sale Te righ foe help ouconcetate,Lexp Youre sharpen our memory speed your renetiom me dee ‘rc and perhaps een prevent rin ing ‘Good andbad fat Mow peopl soca he em fa wih per hath We steencounged ex i ee Feosand odin yom ed foods To deta is pphologealenets, hore, rele to change the paraig fr howe Siakaiow fe READING COMPREHENSION Reading comprehension ‘questions follow each text to check students’ | understanding and recycle target vocabulary. | 1. Name the or four oad you often ea even though youknow they nt good ory, Why ae theyanhehfl Why do you ee hem ayy? 2. Name theo for Fos you eth are elf Why ae they heal Do 4. Have you ever ee sigucanimprovenentin your moodorinyour ‘concentration afer meal orsauk? What do you think eared tha elec? ‘Wisexort roma sei mana exp he ppt beets of xing cern a. gnu sured rae sel room READINGS. J» Before each of the two readings in uni, students discuss questions to activate knowledge ofthe specific topic dealt within the reading, fe Readings representa variety of genres: newspapers, magazines, websites, press | releases, encyciopedias, and books. ood that righ in started sino ncarered ts Taide epee os UUnsaruaed i eer oo te aly {ian soa emperawe +* Target vocabulary is bold at its first occurrence to aid recognition. Vocabulary is recycled and practiced ‘throughout the unit. Target words are also recycled in subsequent units, READING COMPREHENSION Mark each sentence as Tusa Fale according oh tormaton neat Use the | etionay tole you understand new words. 1. Foods affeca persons moods and motivation. 2. Ideally: more people should commit to no-fat diets. 3. Atsoom temperature, you could pour unsaturated fat out ofa bottle Ieisnochealthflto eat very large amount oF wnstarated ft. 5. Omega faty acids promote inellecal development. 6, Breast milk is abetter source of DHA than infant formulas. 7. Research journals reported that people with alot of omega farsin their Unit Tour ixREADING STRATEGIES __ isis Seah Re Siratogy presentation and |” tenyoumakean inference, youe ccs ina eding to undestand practice accompanies each something the author has no dcty tated. The reading impli and reading, [JorinferseAninfrence ina concuson that you drow fom the information Presentdin the eading ‘an pra ineae p.Te, selMe no stoens ata be mst {oa noes rach oar Compr sects its rn ah ean yr es, 1 Parsi Thre te more sal tonic plates thanlage one, bs. Thewp hier ofthe mane isiud «The cootnents wee formed from maria inthe mantle 2.Parapraph2 1 Ctatophiss bleved he Earth should not change . Caastophins else celgon should ot interfere with science « Castophits elved ores we now wigs were ot enough shape he Earth VOCABULARY ACTIVITIES Fe emu anata The zany wing «| sinter rene caer, each reading starts at word {norecs ath partner tov Sper ae ore pen nest ext anes SS ee et cele ‘on meanings and word family 2. Because plate motions happen all over the globe at the same time, only satellite- fae peti se eee 3. Inthe ne 1970 these space-based techniques completly prove changed eed anormal) the fd grodesy. 4-Ofrhe space bse echagus, the Gia Positloning System (GPS) has ‘provided he most aie rp) ose dying the ovement of the Earth Vocabulary work then «| 5 Bees lere as ensign ipo re meet progresses to the sentence hepa level. Step Il activities are Scien mostly productive and feature ‘work with collocations and Ee specific word usage. it a Msi eet ‘These activities can also eee sate sasrete include work with register, noe: ths gunn et steak Ue each frm of Faso at hast assaitons, connotations, re ee cl and learner dictionaries peas careesteeres asses re hanged ™ ee 2h hiking bene no ane n Fao ov eles Einar cage 3. dete fc Act? Nove _____ {Citi eth f pn tec pip he detest omit Each unit ends with topics and ‘movement? projects tha teachers cn ase s.r ghrelin angen fa canes? to take the lesson further. This _ secon includes class dscussion ear topics, online research projects, and essay ideas. x Unit TourAnswer Key Going Underground Reading 1 Reading Comprehension LT 6.7 2F 7.F 3F 8.7 4.7 97 5.7 10. F Step I Vocabulary Acti A 1, structured 4, creations 2. houses 5. well-known 3. careful B. 1, 2,5, and 6, Possible new sentences: 1. The heat and dryness notwithstanding, people like living in Coober Pedy. 2. Notwithstanding the difficulty of building a dug-out, more and more miners want underground homes. 5. Notwithstanding the signs that tell them to be careful, tourists sometimes have accidents in Coober Pedy. 6. Their diverse backgrounds notwithstanding, the people of Coober Pedy work together very well. Step II Vocabulary Activities: Sentence Level G Answers will vary. Possible answoers: 2. Rough behavior is predictable of miners. 3. The weather service would predict hot, dry weather. 4. My prediction is that they will use a drill, a bulldozer, and dynamite. 5. The predicted expansion of the road system ‘would probably not occur. D. Answers will vary. Possible answers: 2. The roof of a dugout could collapse if it does not have enough structural support. 3. Aharmful gas called radon naturally emerges from the soil into underground spaces. 4, People who live underground should assume that they will have water problems. 5. A builder has to be creative to design an air- circulation system for an underground home. 6. Amoist and poorly ventilated underground home is similar to a pile of wet clothes in that both can become moldy. Reading 2 Reading Comprehension uy 67 27 7. 3.F 8.F 4.F 9.7 5.F 10. T Step I Vocabulary Activities: Word Level A a. unique d. similar to b. emerge e. environment c. liberal, assume £. Notwithstanding B Possible order: La 4d Re 5c 3.f 6b c 1. situate 2 b. to set up a home or business in a new place a. to search for and find something ¢. to put something into a place 3. Answers will vary. Possible answer: to find something that was misplaced 4, Correct: a place where a movie is filmed, finding where something is, a site Inside Reading 2: Answer Key 1The Business of Branding 3. harmed Step II Vocabulary Activities: Sentence Level D. Reading 1 Answers will vary. Possible answers: Reading Comprehension 1. You have to decide how your brand should 1. 7 5.1 9. -*F reach the consumer. 2.7 6F 10. T 2. If you advertise, decide how branding fits in 37 a7 with your corporate strategy. 4F 8. F 3. What should your product symbolize? Reading Strategy: Finding the Main Idea A Chunk 2. Branding as a tool for recognition (paragraphs 2 and 3) Chunk 3. Brands as part of culture (paragraphs 4,5, and 6) Chunk 4, Brands and one's self-image 4. AFLAC ran a successful series of ads using a duck as its theme. 5. Teenagers consume styles in very short times, so making a brand work for them is very hard. 6. The government wrongly presumed that teens ‘would pay attention to some anti-drug ads. 1. The symbols register with the brain as {Paragraphs Wty cohesive bundles of images. 2. Customers might equate the weakness of the Paragraph |Signal | Example An brand with poor quality in the product. Example 3. License fees finance many of NASCAR's of... operations. Paragraph 2 | for the Double | the 4. Astronger brand might convert negative example |Jay brand | branding perceptions of the product into positive of animals impressions, even if the product itself doesn’t Paragraph 4 | one McDonald's | companies change. prominent | restaurants | that have . case image Reading 2 problems | Reading Comprehension overseas Le aF Paragraph 6 | for allowing, financing 2.7 Rt instance | itsnameto | NASCAR 3. F 8. F appearon | operations | 4. F 9.7 products 5.7 10. F or selling 4“, miventatne Reading Strategy space [Who is [What is |How Branding [Products as alongside its |A-Ron? |aNYthing? [Works la Form of racetracks Rebellion Paragraph 8 |one way | tattooing —_| making |A-Ron as|labels on companies __|furniture alogoon | the laculture|T-shirts with stuffto_|shops one’s body | Harley- lexpert sell Davidson | a blog |music, Inonconformity | materialism brand lbooks, and a jor personal |documentary |achievement Step I Vocabulary Activities: Word Level Lis A lsouth of the cost of a 1. revenues 4, Departments [Delancey] TV ad 2. converted 5. reward Street 2 Inside Reading 2: Answer KeyStep I Vocabulary Activities: Word Level A register with 5. symbols convert 6. presumes contradicting 7. media consume 8. themes, equate mechanical energy, heat energy old coal-burning power plants, modern plants c. Peter Mortenson, a believer of Pangeism d. ice skate, roller skate. ver psepe ‘Step II Vocabulary Activities: Sentence Level G Answers will vary. Possible answers: 1, There is a contradiction between their anti-establishment feelings and their business-oriented actions. 2. They might contradict his portrayal of himself I think it’s contradictory to want to sell things but then drive customers away by being rude to them. 4, It’s contradictory for them to criticize materialism since they are also promoting materialism with their own products Machines That Recognize Faces Reading 1 Reading Comprehension LT 4k 27 5.7 3.7 6 F Reading Strategy: Scanning Answers may vary. Possible answers: 2. near downtown Tampa/Ybor, capital letters /50-52 3. 2001/numbers, 2001, Super Bowl/2 4. a football-related exhibition /capital letters, Experience, NFL/18 5. a society where authorities spy on people/ quotation marks, capital letters, society /33-34 Step I Vocabulary Activities: Word Level A 1. some data 4. inside 2. involving 5. Justifiably 3. Undertaking 6. modifies ‘Step II Vocabulary Activities: Sentence Level © Answers will vary. Possible answers: 1, It involved scanning faces in a large crowd. 2. It might be there because of that person’s involvement in a crime. 3. Places where the security of people or their possessions is involved. 4, Because it involves measuring (metric) part of a living (bio-) person. 5. It was modified to directly involve the Tampa police database with images recorded by surveillance cameras. dD. Answers will vary. Possible answers: 1. Critics justifiably question the accuracy of FR technology. 2. The consequence of one study on FR technology was that its findings created controversy within the security industry. 3. People setting up FR systems can’t anticipate changes in a person's face. 4, The software is continually being modified, but it is still confused by image changes. 5. Asa consequence of long experience recognizing faces, humans are not confused by even large changes in appearance. 6. Are we really justified in spending a lot of money on FR systems when humans are available to do the job better? 7. Most technicians say that creating FR systems does not make sense when they anticipate the problems that might be involved in the process. 8. It is important to consider the consequences that a person's emotions or physical state might have on his or her reliability on an FR task 9. Although automatic FR systems are controversial, they are still more reliable than people, so modifications should continue to be made to them so they can be used. Inside Reading 2: Answer Key 3Reading 2 5 7.How — [about5% — [numbers; [87 Reading Comprehension much each year —_| percentage Er a2 does a sign; as Ga system’s reliability a F 27 reliability and 4F 8.1 decrease decrease Reading Strategy each Anscvers may vary, Possible answers: ee Target ‘Answer | Characters | Line(s) photo gets Information or older? Keywords 1.Whatis |The Federal |capital | 11 Step I Vocabulary Activities: Word Level the full |Bureau of | letters oe name of _ | Investigation ai anticipates the FBI? b. involved in 2.Where —_| Boston capital [36 a oom is Logan letters; cea Airport? airport e a a 3. How 40 numbers; | 44 & aoe many airport f noaltoe airport worker . bai Answers may vary. Possible order: La Be pictured a a in the test ao database? : a i 4.Whatis [National | NIST 273 oe the NIST? | Institute for canes Standards : Eons a. information By . traffic problem 5.What is | identifying | false 53 water afalse | someone as_| positive ai piidiasing eysen positive? | being in the database who is really not thi = How Could They Do That? 6.1Fa 54% percentage | 83 system sign; is 94% numbers Reading 1 effective Reading Comprehension indoors, zt a7 how 27 6.T effective 3.F 7.7 will it be aT 8. F outdoors? 4 Inside Reading 2: Answer KeyReading Strategy: Outlining L. Introduction Il. General description of the Oxford-Stratford debate A. Oxfordian position B. Stratfordian position IIL. Details of the Oxfordian position A. Shakespeare's weak background B. De Vere’s strong background C. Evidence from the 1556 Bible IV. Details of the Stratfordian position ‘A. Prominence of Shakespeare's family B. Shakespeare's likely attendance at a good school C. Shakespeare's prosperity and importance in London D. Matching Shakespeare's plays with his life E. An unlikely hoax necessary for Oxfordian position V. The problem of de Vere’s 1604 death A. Dates of plays after 1604 B. Oxfordian explanations VI. Likely future of the debate 4. Inmaking their decisions, Hemminge and Condell were able to draw on a sustained working relationship with Shakespeare. 5. Nevertheless, the accumulation of errors in the plays made it hard to tell what the original might have said, 6. The end result of their efforts was a 900-page volume entitled Mr. William Shakespeares Comedies, Histories & Tragedies. Published according to the True Originall Copies, published in 1623. EB Answers will vary. Possible answers: 1, The many complex topics in the plays are indicative of a learned author. 2. It indicates that William Shakespeare probably went to a good school. 3. Astrong correlation between them and passages in the plays gives an indication that de Vere might have written the plays. 4, The strength of the evidence is an indicator of the length of the debate. The weaker the evidence, the longer the debate. ‘Step I Vocabulary Activities: Word Level Reading 2 A Reading Strategy 1. sculptor’s 3. relevant 2. occurred 4. protocols B. Correct: 1, 2, 4,5. Possible new sentences 3. Shakespeare's move to London preceded his rise to fame. 6. The production of The Tempest followed deVere’s death, perpen ee Answers will vary. Possible answers: 1. Shakespeare's colleagues Hemminge and Condell were named as beneficiaries in the Answers will vary. One possible outline: 1. Introduction IL. Conrad's childhood A. Birth in Poland B. Exile to Russia C. Death of parents IIL. Conrad’s early language experience IV. Conrad’s teen years A. Dissatisfaction with school B. Years as a merchant sailor in France C. Suicide attempt V. Sailing under the British flag A, Lack of need for English when a seaman B. Need for English to pass tests for promotion C. Length of service author's will VI. Conrad’s spoken English 2. They eventually compiled a voluminous, VII. Conrad's written English 36-play collection called the First Folio. VIIL. Explanations for Conrad’s literary ability in 3. Their task was especially difficult because, in English A. Anatural feel for the rhythm of English B. A psychological attachment to English IX. Conrad's position in English literature the cases of many plays, what Shakespeare meant to say was debatable. Inside Reading 2: Answer Key 5Reading Comprehension LT 5. F 27 6F 3, E 21 aT Step I Vocabulary Activities: Word Level A 1. authors 4, indicates 2. precedes 5. debate 3. persisted 6, reluctant, adequate B 1. persist 4, indicate 2. depression 5. volume 3. adequate 6. author Q 1. Correct: predate. Weather Warnings Reading 1 Reading Comprehension ie 2F aT 47 9. 5. F 10. aman Reading Strategy: Reading Graphs 1, January July June January & February January & February, and May & August February & December In general, average precipitation increases as average temperature increases. 8. Answers will vary. Step I Vocabulary Activities: Word Level A 1. extremes 5. reinforce 2. routes 6. engaging 3. strategy 7. indicate 4. orient 8 energized 6 Inside Reading 2: Answer Key Step II Vocabulary Activities: Sentence Level D. Answers will vary. Possible answers: 1. She said she saw the defendant gesturing energetically. 2. Because the sound energy would not have reached her ears. 3. Their denial of his claim energized him to take some action. 4. The energy from the falling hail is directed from above, not from the sides, and would affect the roof, the hood, and the trunk. 5. Any energetic entrepreneur can become one. 6. A meteorologist should understand the energy of different weather phenomena. E Answers will vary. Possible answers: 1. A coherent explanation. 2. Phenomena in space. 3. Lightning storms exhibited them. 4, Through assistance from the National Science Foundation. 5. They are examining them sectionally. 6. They are tropical phenomena. Reading 2 Reading Comprehension LT 27 3F 4F euae amas Reading Strategy A 1, Between the middle stage and the late stage. 2. The early stage. 3. The wind direction shifts in a counter- clockwise direction from west to northwest. 4, Between the middle and late stages. Step I Vocabulary Activities: Word Level A 1. disoriented 4. section 2. energy 5. exhibit 3. phenomenon 6. reinforces B. 1. previous 4, route 2. exhibit 5. core 3. reinforce 6. intervalG 10. h, He's not really sick. He's just trying to get 1. Correct: direct out of commitment. 2 BE a, informational meeting, Answers will vary. Possible answers: b. confused 1. Antioxidants in the diet may help keep older ©. point in the right direction people mentally sharp. d. suitable 2. Antioxidants react with free radicals and reduce their ability to damage bodily tissue. 3. The overall effect of free radicals is to UNF promote the deterioration in body tissues Brain Food that we associate with aging. 4, One of the most disturbing things about Reading 1 aging is how it affects the brain. 5. Some older people have improved their Reading Comprehension ficial prospects of staying sharp by eating foods ne) 5.7 oF He high in antioxidants. aaa ve 6. The cognitive abilities of older people who at aa take anti-oxidants in pill form, however, seem to be unaffected by the supplements. Reading Strategy: Summarizing A Reading 2 Answers may vary. Possible answers: Reading Comprehension A balance of fats, brain cells, IQ and depression, LF 5 F ‘omega-3s, saturated and unsaturated fats 27 ‘T Step I Vocabulary Activities: Word Level 3. *F 7. —*F A 47 87 paused 2 eae Step I Vocabulary Activities: Word Level 2. complete 6. sections i 3. convert 7. wrote 1. period 4. allocate 4. finally 2. compile 5. discrete Step II Vocabulary Activities: Sentence Level 3. journal 6. promote D. 8 Answers will vary. Possible answers: a. affect €. prospect 2. e,I can’t meet at that time because I have a b. compiled £. coordination commitment. c. paradigm 8 promote, overall 3. d, She is totally committed to her daughter, d. reacted ‘h. mental 4. b, He suffered from depression for many GQ years and finally committed suicide. Answers may vary. Possible order: 5. j, His leaving early shows a lack of Le 5. b commitment to the team. 2h 6 8 6. g, The government honored its commitment ad Za to provide more money for the school lunch ae Bf program D. 7. a, He went to prison for committing crimes. 1. Correct: organize 8. c She thinks she can come tomorrow, but she 2 won't commit herself until she talks to her a. the operations sister. b. outfits 9. £, They would love to take a vacation, but c. the hand and the eye they have a lot of other commitments. . athletic events Inside Reading 2: Answer Key 7E Answers will vary. Possible answers. 1. Apperson’s life can be divided into a few discrete time periods (infancy, childhood, adolescence, adulthood, old age). 2. Acollege career usually goes through a series of discrete levels (freshman, sophomore, junior, senior). 3. Nurses are responsible for many discrete hospital operations (monitoring vital signs, treating injuries, giving medication). 4, The Minnesota Starvation Experiment was broken into three discrete stages (adequate diet, semi-starvation, recovery). 5. The people in my life promote my health and well-being in discrete ways (exercising with ‘me, engaging in social activities with me, showing concern for me). Roving Continents Reading 1 Reading Comprehension LT F T F 9. T 10, 2ue s4an4 Reading Strategy: Making Inferences Answers may vary. Possible answers: Lb 3. a&b 2. ake 4 ake Step I Vocabulary Activities: Word Level 1, fluctuated 5. restraint 2. accurate 6. rigidly 3. improved 7. evolve 4, truth B. Answers will vary. Possible answers: several divisions, individual soldiers lawn, trees, track, playground many of the countries in Europe railway lines, highways, airports several highly skilled players several blocks, individual homes 8 Inside Reading Step II Vocabulary Activities: Sentence Level D. Answers will vary. Possible answers: 1. They have transformed from one continent into seven. 2. It led toa transformation from catastrophist beliefs to uniformitarian beliefs. 3. Antarctica was transformed from a mild place where plants could grow into a cold, barren place. 4, Itwas transformative, tuning a theory that seemed physically impossible into one that seemed probable. 5. Earth's continents will probably undergo a transformation into one supercontinent again. EB Answers will vary. Possible answers: 1, Some geologists, unwilling to be restrained by the past, are thinking far into the future. 2. They are trying to use plate tectonics to see how the Earth might evolve in the next 250 million years. 3. Dr: Christopher Scotese envisions the evolution of a new supercontinent, which he calls Pangaea Ultima. 4, Many geologists predict that the Mediterranean Sea will be displaced by a new mountain range as Africa collides with Europe. 5. After Australia and Antarctica collide with Afrasia, only a small area will be left to accommodate the Indian Ocean. 6. As South America moves north, it will displace the Caribbean islands. 7. Scotese predicts that the movement of the Americas will eventually reverse, so that they will start heading east toward Afrasia and displace the Atlantic Ocean. 8. Other geologists predict no restraint on westward movement by the Americas, causing the Pacific Ocean to eventually disappear.9. When making predictions about the next 250 million years, one must be prepared to accommodate many surprises. Reading 2 Reading Comprehension LT 6.7 25 7.7 aT 8.7 47 9 -*F 5 F 10. F Reading Strategy 1. unscientific 2. perceptive 3. accurate 4. useful 5. inevitable Step I Vocabulary Activities: Word Level A evolving accommodated an intermediate displacement restrain community aided fluctuated De rE mean se inswwers may vary. Possible order: eB an exam ee Correct: suit the family Jim’s disability the party's demands the press Pep SeNyepeReNe Clicks and Cliques Reading 1 Reading Comprehension LF 2T om 3F 77 4.7 8. F Reading Strategy: Highlighting and Annotating University of Evansville Ohio 75 million 22,000 MySpace acting like someone you're not ‘Tim McGraw & Faith Hill Sarah B. Westfall Step I Vocabulary Activities: Word Level A exNageene 1. display 4. dear 2. cute 5. dialect 3. source 6. questionable B. Answers may vary. Possible answers: 1. hate 4. failure 2. old age 5. aggression 3. sadness 6. unpredictability ‘Step II Vocabulary Activities: Sentence Level D. Answers will vary. Possible answers: 1. Most college freshmen expect to get along, with their roommates. They are surprised when things turn out conversely. 2. Part of the problem is that some freshmen. think a roommate is guaranteed to become their friend by the university. 3. Inevitably, two new students with no other friends available will look to each other for support. 4, After a few weeks on campus, however, each roommate's group of friends and acquaintances will diversify. 5. Aproblem can develop if one of the roommates is socially passive, or unwilling to go out and seek new friends, 6. Ifa college orientation program is honest about the inevitability of roommate separation, there will be less anxiety. 7. Freshmen who are socially successful can give some social assistance to their roommates who are the converse. 8, One roommate cannot be expected to give a friendship guarantee to the other, since Inside Reading 2: Answer Key 9college students ought to have social skills of their own. EB Answers will vary. Possible answers 1. They are unsure how to react to behavior that deviates from what they are familiar with, 2. Telling little lies on a social networking site is not deviant behavior. Everybody doe: 3. It would be a real deviation from the norm for a college to let freshmen choose their own roommates. 4, The student and his or her parents would certainly warn the college that the roommate might be a deviant. 5. The style of Sarah's website deviated from what Brandi liked. Reading 2 Reading Comprehension oa amas F . F a Step I Vocabulary Activities: Word Level inevitable so-called domain gender instituted deviate guaranteed intervene A a b. . 4. e £ 8 h B Answers may vary. Possible order: acd,gethb c arbitrary 4, converse deviate 5. inevitable intervene Correct: variegated opinion cultures of students FPNapeNe 10 Inside Reading 2: Answer Key c. range of products d. set of investments True and False Reading 1 Reading Comprehension LE 6.7 27 7F 3.7 8&7 4.F 9.7 5.F 10. T Reading Strategy: Understanding Sequences Answers will vary. Possible answers: The Voricks a, The alleged “terrorist” lives in the house the Voricks would buy. b. The Voricks buy the house and the alleged “terrorist” moves elsewhere. ¢. Anews commentator says on TV that a terrorist lives at the Voricks’ address. d. People harass the Voricks. The New Yorker a, The magazine is known for excellent fact- checking. b. The quality of fact-checking at the magazine declines. ¢. Tina Brown becomes managing editor. d. The fact-checking department once again becomes famously thorough. The Newsweek story a. Asingle source tells the magazine about misbehavior by soldiers. b. Newsweek publishes a story about it. ¢. Riots over the report kill more than a dozen people. d. No one can be found to confirm the story. e. Newsweek retracts the story. Step I Vocabulary Activities: Word Level A 1. dearly 5. hopes 2. expert 6. amended 3. admit 7. showed up for 4, unethically 8. acceptB. 1d 5h Be 6 £ 3g 2 4a 8b Step II Vocabulary Activities: Sentence Level D. Answers will vary. Possible answers 1, The driver was in a hurry so he ignored the speed limit. 2. The driver said he was ignorant of a change in the speed limit, but still got a ticket. 3.F 8. F 4.7 9.7 5.7 10. T Reading Strategy A Answers may vary. Possible answers (in order): photographer taking pictures photographer altering pictures photographer selling them to news service news service distributing photos errors discovered in photos news service stopping distribution of photos 3. The police officer told him that ignorance of el Step I Vocabulary Activities: Word Level A 4, While the reporter was in Malawi, she embarrassed herself several times because Ba emphasize sg eaeereor b. amend fan apparently, she was ignorant of local customs. a ae fem . The edit y becau 7 5. The editor dropped the story because she cae ag: timiaatel thought the reporter had deliberately ignored . some information. 6. The editor said that ignoring a problem will . inserted B. Answers may vary. Possible order: oe tae odhfeabg Anstwers will vary. Possible answers: : i . 7 1. A Washington Post reporter submitted a eae ae 2. eliminate 5. submit story about a child drug addict. 5 aan aes 2. Janet Cooke, the reporter, was granted a i; rk * amenc Pulitzer Prize for the story. Q 3. Washington's mayor assigned dozens of people to look for the child. rene . = 4, Itsoon became apparent that he probably did 2 Ing 2: clefer not exist. , 5. Successive investigations found several ar ye _ ‘untruths in the story and in other statements tate by Cooke. 6. Shortly after the prize was given, the Post TaD had to submit to the obvious and apologize = A for the fake story. Bites and Stings 7. Cooke quit and gave back the prize, but she . assigned blame to her editors. Reading 1 8. Katherine Graham’s successor in the Post's Reading Comprehension top spot, her son Dan, put procedures in LF 67 place to more closely screen reporters who 2F 7.* ‘want to work for the paper. 3.7 aT 4F oT Reading 2 & E 10. F Reading Comprehension Step I Vocabulary Activities: Word Level LF 6F A 27 7 1. venoms 5. local Inside Reading 2: Answer Key 112. no 6. argue 3. beneficial 7. Especially 4. desirable Step II Vocabulary Activities: Sentence Level 12 G Answers will vary. Possible answers: 1. Scientists estimate there are more than 80 thousand species. 2. An estimated 30 percent to 60 percent will get bitten. 3. He has underestimated the length of treatment. 4, That the state official is overestimating the threat they posed by the ants. 5. No. In my estimation, living in Arizona would be dangerous for that person. D. Answers will vary. Possible answers: 1. The bites of non-venomous insects can initiate more serious illnesses than the bites of venomous ones. 2. Venomous insects make up only a minimal proportion of all the insects on Earth. 3. The bite of a non-venomous insect is not sufficiently dangerous to cause a problem. 4. The insect is just a neutral carrier of the micro-organism that is truly harmful. 5. About 40 percent of the people on Earth live in circumstances where they could be bitten by disease-carrying mosquitoes. 6. Venoms can usually be neutralized, but vector-borne diseases can't 7. Governments and non-profits have launched serious anti-malarial initiatives. Inside Reading 2: Answer Key ore ne fo ge penres weeps 8, Still, it is unlikely that any human effort ‘would be sufficient to make a big dent in the threat malaria presents. Reading 2 Reading Comprehension F 6 F T 7.*F T 8 EF F 9 T 10. F Vocabulary Activities: Word Level 4. external 5. initiate append sufficient estimate chemicals sufficient neutral circumstantial, percentage minimal in contact with regime initiates Answers may vary. Possible order: af gdb hec DB. Correct: conditions us and our plans an offer of something to do his presence at the store his disappearance Bo oepeInside Reading 2 The Academic Word List (words targeted in Level 2 are bold) Word abandon abstract academy ‘accommodate accompany accumulate accurate achieve acknowledge acquire adapt adequate adjacent adjust administrate adult advocate affect aezregate aid albeit allocate alter alternative ambiguous ‘amend analogy analyze annual anticipate apparent append appreciate approach appropriate approximate arbitrary area aspect assemble assign assist assume assure attach Sublist OOM NOE SNE DANKE OMADAHOMBURAEVONYINA BANNAN De DORUOD Location u,u7 13, us Bul ua, u2 L2,u7 Lu, v2 La, ua La, us U4, UL u,u7 ua, ua 14,u7 Lz, ua 12, u3 La, U3 Lu, u3 13, us u, vio 12, U6 U, us 12,u7 Lu7 12, v6 uur Lu, ulo ua Lz, us Lue La, u3 U,u9 12, u3 12, us 12, u10 13, Us 13,u1 U, us 13, us Lz, us La u1 13, us 13, uo ua, us 12, u9 12, us i2,u1 13, ua \3,u7 Word attain attitude attribute author authority automate available behatt benefit bias bond brief bulk capable capacity category cease challenge channel chapter chart chemical circumstance cite civil clarity classic clause code ‘coherent coincide collapse colleague comment commission commit commodity communicate community compatible compensate compile ‘complement Sublist @ BOONAMENWOSSOORUVEEDWIORVAONOD Location u, us La, us La, u10 12, ua UUs 13, us 13, U5 U1, U5 13, ug La, 2 La, us La, u3 3, us La, u9 u, us L4, ua 14, U5 4, uo 13, us U, u3 13, u7 13, u10 12, u10 12, u10 La, u10 u,ua L4, us 13, ug 12, us La, us Lz, US U1, us La, 10 U1, us 13, u9 3, u3 13, 9 12, ue 14, U6 13, U2 \2,u7 uu, u9 Laue 12, U6 Luz Word complex component compound ‘comprehensive ‘comprise compute concentrate concept conclude concurrent conduct confer confine contirm conflict conform consent ‘consequent considerable consist constant constitute constrain construct consult contact contemporary context contract contradict contrary contrast contribute controversy convene converse convert cooperate coordinate core corporate correspond couple create Sublist Loe: La, u2 14, u3 L4, Us Lz, u7 La, uo La, us La, 10 Ls, us 13. uL U1, us La, us U, u9 U4, ua u, u10 14, u10 U1, u2 Ls, u7 \4, u7 12, u3 3, us La, u2, U9 La, us Lua ua, us Lg UL U1, us 12, u2 12, u10 uu? ua L3, us La, u2 U1, us uur Ua, ua 12, u3 1, ua 12, u8 12, u2 Lu, us uu2 Lz, U6 12, us L2,u2 Ls, u9 Bul ur BNO WOU O ZN OO OU ALOR HOUNON UH WH UNWOUNDENONERBNYNOON Academic Word List 13Word crucial culture currency cycle ata debate decade decline deduce define definite demonstrate denote deny depress derive design despite detect deviate device devote differentiate dimension diminish discrete discriminate displace display dispose distinet distort distribute diverse document domain domestic dominate draft drama duration dynamic ‘economy edit element eliminate emerge emphasis empirical enable ‘encounter Sublist NOOO WR AWOHONVDEDMORVOOMOENHENOUNE UOT EE Location 13, u10 L4, 10 13, ug 14, US 12, u3 12, us U7 U1 u2 L4, U7 13, u2 13, U4 U1, us L4, U6 14, u10 12, u4 14, u10 uul 13,02 L, U6 12, us 12, U3 13, us u, ua La, us La, ua 12, u6 u,u10 La, u7 3, us La, us 13, U7 13, us L4, us 12, us La, ua 12, us u,us ua, us 3, us 13. us La, UL U1, U5 1, U7 La, us U4, U1 12, u9 1u1 12, u9 Laue 13, u10 13, us 14 Academic Word List Word energy enforce ‘enhance entity environment equate equip equivalent erode ‘establish estate estimate ethic ethnic evaluate eventual evident evolve exceed exclude exhibit expand expert explicit exploit export expose external extract facilitate factor feature federal fee file final finance finite flexible fluctuate focus format formula forthcoming. found foundation framework function fund WH OVER HONE AVE VOENEE Location 12, us \4, u7 i3u1 13, us 12, Us La, US 12u1 12, u2 12, u3 13, u10 Lug u,u10 ua, us La, us 12, u10 12, u9 ur u, u10 La, us La, u2 12,07 La, uL La, u7 12, U5 u,u7 Ls, us La us U1, us U1, u3 13, us L2, vio La u2 La, uL Ls, us La, UL 2, us u.uL La, us La, u3 La, u2 Lug 3, u9 La, u7 13, us La, us La, us La, u3 La, us La, ua uur ia.uL 13, U3 Word fundamental furthermore gender generate ‘generation globe goal wade ‘rant ‘guarantee ‘uideline hence hierarchy highlight hypothesis identical identity ideology ignorance illustrate image immigrate impact implement, implicate implicit imply impose incentive incidence incline incorporate index indicate individual induce Inevitable infer infrastructure inherent inhibit initial initiate injure innovate input insert insight inspect Sublist 5 6 @VvaNeNaae © OV OVN OWT OOVOOHE MAH SOOhwaRENwWOWaYHS Location La, us La, u9 12, us U1, US u,u7 3, uz 13, u3 u,u7 12, u9 Lz, us ia. u3 La, us La, us La, us La, u7 La, us La, u2 La, Us Lz, us La, us 13, U5 ut Lu, ug ui, u2 La, u7 L, u3 La, u7 U1, u1o U, vio 13, u10 uu? La, u3 La, ua uua Lz, ua u,u1 \3,u7 12, us Lu, us L4, U6 uur U1, us 13, U7 12, u10 uyuL U1, u3 13, U6 L2, us L3,u7 L3,u3Word instance institute instruct integral integrate integrity intelligence intense interact intermediate internal interpret interval intervene intrinsic invest investigate invoke involve isolate issue item job journal justity label labor layer lecture legal legislate levy liberal license likewise link locate logic maintain major ‘manipulate manual margin mature maximize mechanism media mediate medical ‘medium Sublist ReNH San Svar seumas evan oeesoasenaone Location Lu, U6 L2, us La, u2 uu, us Lz, u7 13, u7 13, us ua, uz Ua, us 12,07 13, u7 13, u3 12,U5 12, us La, ua Lz, ua La, us ua, ua 12, u3 13, ua L4, u2 13, u10 u, uL L2, us 12,3 Lz, v2 Li, u2 13, ua La, v2 La, u3 13, u3 12, U9 12, U1 13, ug La, us U1 us LuL UUs 14, UL 13, u2 La, ua 13, uo La, us Lu, us 12, us Ls, ua 1, Us L4, v2 Lu, u2 La, u2 Word Sublist ‘mental ‘method migrate military ‘minimal minimize ministry minor mode modify ‘monitor motive mutual negate network neutral nevertheless nonetheless normal notion notwithstanding nuclear objective obtain ‘obvious ‘occupy occur odd offset ongoing ‘option orient ‘outcome output overall overlap overseas panel paradigm paragraph parallel parameter participate partner passive perceive percent wowarennaovnna Location 12, us 14, ug 3, u2 u, ua Lz, u10 uu La, us ua, u2 13,u7 La, U7 La, us Lz, u3 LU, us 3, u3 La, u2 13, u2 12, u10 U4, u10 La, u7 La, us 13, us; La, u2 La, ua L2,u1 12, u7 u, ulo 3, us La u7 a, u9 ua, u2 uu, us La, ug 13, u3 La, u7 La, us 13, ua ua, u7 u,u7 u,uL Lu, ue 12, U6 Ls, us 13, ug La, Us u, us ul Lz, us 12, U9 12, u10 Word period Persist Perspective hase phenomenon philosophy physical plus Policy Portion pose positive potential practitioner precede precise predict predominant preliminary presume previous primary rime principal principle prior Priority proceed process professional prohibit project promote proportion prospect protocol psychology publication publish purchase pursue Qualitative quote radical random range ratio rational react recover refine Sublist Location 12, U6 La, us 3, u2 u, us L2,us L4, us L4, ua L4, us 13, U3 3, us Bul uu, us Ls, ug u,u2 Lz, ua 13, u10 Rou Lu, us La, UL Lz, u2 Lz, us uuL U4, ua La, us 13, us 13, U6 U1, u2 La, ug 1, ug ua, us 13, 10 14, U4,u9 12, us 1, vio L2, us La, us La, u2 3 uL 1, u3 La, us 13, us PROVO OMUR RV EH ENR RON NAODRTAANNE CH OUENeaSH 13, u9 4, ulo 13, U4 12,07 13, u1 u, us 13, u3 12, U6 13, ua L4, ua Academic Word List 15Word regime region register regulate reinforce reject relax release relevant reluctance rely remove require research reside resolve respond restore restrain restrict retain reveal revenue reverse revise revolution rigid role route scenario schedule scheme scope section sector seek select sequence series shift significant similar simulate site so-called sole somewhat OH OOONTOE NOONAN HH OU BRNOTENURE PNA BRNO RUNNER Owe 12, u10 13,u1 L2,u2 13, us La, us Luz ua, us La, UL La, UB 12, ua 13, U2 13, v2 La, u2 La, u2 u, u2 La ua 13, us La, u7 13, us 12,07 12, us L4, ua 13, u 12, u2 12, u7 13, U6 u.uL La,u7 ua us 12, U5 13, u7 La, us La, us La, uB La, us ua, ua L4, us 14, u3 13,u1 13, U5 13, U5 L, u3 La, ug 13, u10 1,u1 U1 u, us 12, us U4, ul uu, ua 13, u2 16 Academic Word List Word specific specify sphere stable statistic status straightforward strategy stress structure style submit subordinate subsequent subsidy substitute sufficient sum summary supplement survey suspend sustain symbol tape target task team technical technique technology temporary tense terminate text ‘theme theory thereby thesis topic trace tradition transfer transform transit transmit transport trend trigger Sublist WOONTASNONN OH ONODOUWWOWAD Location LU, us La, us \3.u7 14, us Ls, u7 13, u2 13, us 12, Us La, ua La, u1 u, us 12, us 14, U3 u,ul Lz, u2 un La, us 2, u10 u,u10 12, u10 La, ui0 ua, u3 13, U2 u, u10 Lz, ua L2,u2 LU, us 13, u10 uu, us L2,u6 ua, us uL 13, us Li, us uu, u10 Lug Lz, us tz, v2 La, ua La, us 14, U7 13, u3 Lu, us 13, Us La ul 2, u7 13, us La, ua uy, u10 L4, U6 13,u7 Word ultimate undergo underlie undertake uniform, unity unique utilize valid vary vehicle version Violate virtual Visible Vision visual volume voluntary welfare whereas whereby widespread Sublist Location uu, ua lu L4, us 12, U3 13,uU1 14, U5 ur 13, UB 4, u10 13, u10 La, u3 13, U5 Lua 13, us 12, u10 13, us L4, u3 13, U7 Lz, us u, vio La, ul La, u2 uu, ua 14, u10Installation Instructions Close all programs before installing Diploma. Installing and opening Diploma using Windows 1. Insert the Diploma CD-ROM in your computer CD drive. 2. If your computer is configured to install CD-ROMs automatically, * the Diploma installation screen will appear * click the “Install Diploma” option and follow the instructions as they appear on screen + click “Exit” when you are done. If your computer is not configured to install CD-ROMs automatically, + run the Setup Program by clicking on Windows “Start” button * select the “Run” option ‘in the box marked “Open,” type “D:\Setup \DiplomaSetup.exe” (where “D” is the letter for the CD drive) * click OK + follow the instructions in the Diploma installation wizard. ‘The software will be installed on your hard drive. You will need to restart your computer at the end of the install 3. To open Diploma, * click the “Start” button * select the “Programs” option + choose “Diploma 6” + select the question bank that you want to use, Installing and opening Diploma using Macintosh 1. Insert the Diploma CD-ROM in your computer CD drive. 2. A folder of the CD-ROM's contents should appear. If the folder doesn’t appear, double-click the CD icon. 3. Double-click the “Diploma 6 for Mac OS X” icon. Follow the instructions as they appear on screen. The software will be installed on your hard drive. 4, To open Diploma, * double-click on your hard drive icon * open the “Applications” folder * locate the “Diploma 6” program * double-click it to launch Diploma * a window showing available question banks will appear. Installation Instructionsae: z . O Inside Reading THE ACADEMIC WORD LIST IN CONTEXT : a eae oe Instructor's Pack AR eet og ca ges Ue Mam eee eae fou sa un gee Ve een ae RoC ee RTC un oe SUN el eh oe eR Re ae Ree es au eee Se Included in this eee Pack: > Introduction to the /nside Reading series by Cheryl Boyd a Ce coal I ao 2D Neve teen fan Une Reo ae Este ila ill